Keyword: «pedagogical potential»

The change in the geography of business cooperation in various sectors of Russian industry and its intensification does not exclude the use of English as a language of international communication, which makes the services of specialists in the field of management and marketing in demand in the modern market. This makes us recognize the problem of teaching students marketing communication in English not only important and relevant, but also allows us to understand its modern nature, which is fundamentally different from the generally accepted nature of teaching a professionally oriented foreign language. The significance of the study of the online platform Twee and its digital tools in teaching marketing communication in English lies in the fact that the designated educational platform has not been sufficiently studied in Russia for a number of reasons. One of them is the predominance and spread of traditional methods of teaching a foreign language. The purpose of the study is to analyze the pedagogical potential of the online platform Twee and its digital tools in teaching marketing communications in English. The article describes the main stages of experiential learning with the participation of students studying in the area of training 38.03.02 “Management”, specialization “Marketing and Digital Communications”. Based on the results of the study, a conclusion was made about the breadth of didactic properties and functions of the Twee online platform and its digital tools in teaching marketing communications in English: interactivity, information content, visibility, autonomy, ease of use, instant access and providing feedback connections that contribute to the effective development of communicative competence of students in higher education. The theoretical significance of the work lies in substantiating the importance of using the pedagogical potential of the Twee online platform and its digital tools in teaching marketing communications in English. The practical significance lies in the development and implementation of a step-by-step system of tasks for the formation of communicative competence in teaching second- and third-year students marketing communications in English, as well as in the use of research results by higher school teachers to improve methods of teaching foreign languages.

In the pedagogy of the information society, gamification of education is becoming increasingly important, making it possible to combine the ideas of keenness, training, education, development; thus, the educational process is becoming more attractive for students. We consider using author-developed fairy tales based on artist paintings as an educational technology being a type of gamification which has a significant pedagogical potential; the correct use of it contributes to the development of many parameters of the student’s personality. The learning activity with a fairy tale teaches, educates, and develops. The aim of the article is to substantiate and develop the pedagogical potential of the educational technology “The author-developed fairy tale based on the artist painting”. The existential approach (M.I. Rozhkov), ideas on gamification of education (N.L. Karavaev, E.V. Soboleva), ideas of cognitive pedagogy (M.E. Bershadsky, D.N. Kozhevnikov, N.V. Yaroslavtseva, etc.), concepts of developing the creative potential of an individual (A.I. Savenkov, A.V. Morozov), elements of the psychological and cultural theory of a fairy tale (T.D. Zinkevich-Evstigneeva), algorithm for writing a fairy tale based on the artist painting (L.K. Patrusheva, D.V. Patrushev) served as the theoretical and methodological basis for the study. The result of the study is considered to be the identification of the components of the pedagogical potential of the studied technology: substantiation of its potential for giving new knowledge and ideas about the world; development of cognitive functions of the authors of fairy tales (from sensations to thinking); formation of values, humanitarian life meanings and cultivation of the best human qualities (moral and ethical standards, aesthetic feelings, emotions, motivation for self-improvement); in general ‒ life self-determination. Possible educational spaces for the application of this technology are formal, non-formal and informal education. The theoretical significance of the study lies in the clarification of ideas about the formation of creative abilities of an individual through the perception of works of the artist by using the technology of composing the author-developed fairy tale; enrichment of the theory of cognitive development in the educational process and the theory of educational technologies through the specification of knowledge about subject-oriented developmental technology. In the practical aspect, the results of the study will allow us to develop ideas about universal morality and ethics, to develop cognitive, creative and linguistic abilities of authors of fairy tales; they will be useful in the field of fairy tale therapy for various age groups.

The relevance of this article is dictated by the demands of the time, as it reflects the evolution of the dominant pedagogical potential of communicative processes in the context of epochs through the analysis of the works of outstanding thinkers, characteristics of educational systems, pedagogical tools, cultural, educational tasks, potentials of pedagogy, educational goals, etc. The aim of this article is to examine the educational dominants of the pedagogical potential of communication, identifying those that were determined in the process of communication processes formation. The paper defines the content of the concepts included in the title – communication and pedagogical potential. The article examines the pedagogical ideas characteristic of the most important historical epochs and times in the traditional chronology, starting from antiquity to the actualization of dominant ideas of pedagogical potential in modern times. For a correct and accurate understanding of the ideas expressed in the works of outstanding thinkers, the author refers to authoritative opinion, examining the works of domestic and foreign scientists. It is found out that the sources of modern communication can not only be explained, but also adjusted, if necessary, in order to optimize pedagogical potential, in particular, in relation to the educational process in higher education. It is impossible not to take this factor into account and even more so not to use it in the educational process: this is one of the conditions for successful professional training. The determination of two main communication models, which currently function as "communicative (humanistic)" and "corporate (rational)" should be considered as the result of the work. The communicative model is associated with a high degree of empathy, attentional ability, responsibility, overcome crisis phenomena in a multi-level identity. The corporate tendency is characterized by rationality, pragmatism, low degree of empathy, and willingness to communicate in order to obtain benefits. The author of this paper described this dichotomy earlier and outlined the results of the research in her dissertation for the degree of Candidate of Pedagogical Sciences (2005), however, the consideration of dominance in the format of evolution occurred for the first time. It should be noted that the results obtained in this study are fully synchronized with the data of our previous works that have been tested. The practical significance of this article lies in the confirmation of the fact that the dominant pedagogical potential of communication processes has a centuries-old history and a solid foundation of pedagogical, philosophical, and sociological ideas. Thus, the functioning of the mechanism of pedagogical potential and meeting the requirements of its optimization should be sought, among other things, in the works of thinkers of past eras.